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Cover Letters: 6 Reasons You Should Write One, Even If You Feel It’s a Waste of Time

Cover Letters: 6 Reasons You Should Write One, Even If You Feel It’s a Waste of Time

by | Jul 20, 2011 | cover letters, Job Search, job search tools, Resumes and CVs

writeadviceCover letters come in all different styles, and it’s not always easy to figure out the best way to outline your arguments for a job and keep the reader interested. So it’s not surprising to know that many job-seekers obsess over their cover letters. Others spend more time on the résumé, and barely any time at all on the cover letter. Others skip writing cover letters altogether.

The advice you’ll get on cover letters is likely to be mixed, too. You’re likely to hear any or all of the following:

  • Write a new letter for each position and try to show your potential match for a company’s current needs;
  • Write a generic letter for each type of position, but worry more about the résumé; and
  • Forget about the cover letter–nobody reads them anyway, so you’ll be wasting your time.
Given the different approaches candidates take, and the dubious assertion that you always need to write a cover letter, should you bother to write one? And if you do, what approach should you take?
It’s true that some recruiters are avid cover letter readers, others barely skim them, and some skip them until reviewing the resume. But none of these truths justify leaving a cover letter out of your application materials.

Here are 6 reasons why you should write one anyway:
  1. You are not a mind reader.* As such, you can’t be sure about the preferences of the person(s) screening the applications. (*apologies if you are indeed, a mind reader!)
  2. If a committee is handling the screening, people on the committee might have different thoughts on the value of a cover letter. Better to cover your bases.
  3. The recruiter(s) are not mind readers, either. Cover letters provide context about your education, experience, motivation, and possible fit. Your résumé should include plenty of information about education and experience, but the cover letter lets you tie all the pieces together into a coherent whole. Essentially, the job of the cover letter is to make the screener’s job easier, by helping the reader see how your motivation rounds out your education and experience, and molds you into someone who will fit their needs.
  4. Not sending in a cover letter will make you look lazy. Basically, it sends the message that the recruiter needs to do the work to figure out why you are interested in a job, and then to sell you on the value of working for their organization. And the recruiter probably has enough work to deal with already.
  5. The recruiter may interpret the lack of a cover letter as an indication that you are desperately applying for anything and everything, and that you haven’t really taken the time to determine why you are interested in the specific position.
  6. Some recruiters will consider your application incomplete and remove you from further consideration.
What do you think about cover letters? Do you write them for any of the jobs you apply for? Why or why not?  Please share your thoughts in the comments.
Applying Student Affairs Skills, Part 3: Crisis Management

Applying Student Affairs Skills, Part 3: Crisis Management

by | Jul 1, 2011 | Career Skills, Higher Education, interviews, Job Search, Student Affairs, transferable skills

Understanding how skills you have gained in Student Affairs will benefit you in any position is critical if you plan to advance in your career. I serve on the steering committee for AthFest, a non-profit organization that plans the local music and arts festival each summer, the Athens GA Half-Marathon in the Fall, and year-round art and music education events for local children. The festival was last week and I put many of the skills I gained working in Student Affairs to good use.

Candidates will often be asked to give examples of times when they planned a program, dealt with a difficult person or situation, or responded to a crisis. This week, I will give some examples from my recent experiences during AthFest. I will do my best to explain them in a loose P-A-R (Problem-Action-Resolution) style, to emulate the way that candidates should use in their interviews.

Part 3: Crisis Management

One of my favorite questions to ask Residence Life candidates is related to crisis management. Sure, Residence Life is a “generalist” role in many ways, but if we specialize in anything, it’s crisis management. The ability to respond quickly and calmly to potentially dangerous situations and ensure the safety of students and staff supersedes everything else. This was a running theme throughout my career. I dealt with suicidal students, guns in the residence halls, a riot, drug dealers, sexual assaults, suicide attempts and completed suicides, power outages, bats in the residence halls, and multiple facility issues. I was trained by the Red Cross in Emergency Shelter Operations and for a while, I was responsible for oversight of Residence Life’s Emergency Plan and related training for all the professional staff and RAs. As a result, handling crises comes as a second nature to me.

Good thing, too, because emergencies come on their own schedule, and they don’t usually announce themselves ahead of time. This was the case last Friday, when lightning struck a column on the corner of the Trappeze Pub on Washington Street, and rained bricks onto the street and three people below: the manager of the pub, a man on the patio of the neighboring pub, and one of our business vendors.

People were screaming and running away through the rain, and I heard one lady yell to me “You’ve gotta call the festival! You’ve gotta call it!’ She kept running away, but like most people who handle emergencies, I ran toward the commotion. First, I went to the volunteer area to see if other staff knew what had happened, because it wasn’t clear where the lightning had struck. Someone said they heard it had struck Trappeze, so I rushed back, to find gawkers looking up at loose bricks that might fall at any minute, and scavengers (some adult, some children, some drunk, and some just curious) collecting the bricks. I went in and asked Aaron, the Trappeze manager, if he was aware of the situation (he looked confused, which I later learned from him was the result of him being one of the people bricks rained on. We laughed about that, and he asked why I hadn’t noticed the cement dust in his hair.)  I then told him I would like to barricade the area off, and would try to keep scavengers from stealing bricks. He agreed it was a good idea and thanked me. I went out, got one volunteer to stand in the area and shoo people away, and two others to help me get barricades.

We returned, and I ordered onlookers away, telling them the area was unsafe, and worked with staff and police to secure the area and later, to get signs posted. I made two newspapers, talked to a nice reporter from the Red and Black, and as is common when talking to student reporters, got slightly misquoted, but not badly enough to ask for a retraction. Then I spent the next three hours talking to the bar owner, the people hit by bricks, Athfest central staff and the Police.

Student Affairs Skills Used:

  • The ability to remain calm and move quickly into assessing the situation and taking action to ensure safety of people and security of the area first.
  • Thinking on my feet about who should know about a situation, and reporting the details to proper authorities.
  • Following up about the safety of those involved.
  • Answering questions when approached by the media and referring them to the proper persons.
  • Having a sense of humor after the fact, and appreciating that the situation could have been worse, but that the response was the best one available at the time.
  • Looking forward, I plan to ask the steering committee to debrief the incident and to consider writing up an emergency plan (which I will offer to coordinate.)

Questions for Your Consideration

  • Do you have a good example of a time when you handled a crisis?
  • What did you do to respond?
  • How was the problem resolved?
  • What questions are important to ask yourself, when deciding how to respond to a crisis?
Difficult People and Difficult Situations: Applying Transferable Skills From Student Affairs

Difficult People and Difficult Situations: Applying Transferable Skills From Student Affairs

by | Jun 30, 2011 | Career Skills, Higher Education, Job Search, Student Affairs, transferable skills

Applying transferable skills you have gained in Student Affairs will benefit you in any position as you advance in your career. I serve on the steering committee for AthFest, a non-profit organization that plans the local music and arts festival each summer, the Athens GA Half-Marathon in the Fall, and year-round art and music education events for local children. The festival was last week and I applied many of the skills I gained working in Student Affairs.

Candidates are often asked to give examples of times when they planned a program, dealt with a difficult person or situation, or responded to a crisis. This week, I will give some examples from my recent experiences during AthFest. I will do my best to explain them in a loose P-A-R (Problem-Action-Resolution) style, to emulate the way that candidates should approach describing their transferable skills in their interviews.

Part 2: Dealing with Difficult People and Situations

It probably won’t surprise anyone that I encountered the most difficult situations (and the most difficult people) during artist and vendor arrival and departure. The first area I addressed in planning the artist market was to introduce barricade passes for all artists, vendors, and staff, and to explain the rules, and have all of these people fill out a brief web form saying they understood and would comply with the rules before sending them the passes. Barricade duty was a major logjam in the past. This year, it wasn’t, and things went very smoothly. I borrowed this idea from the Welcome Week Committee at Penn State, which started doing something similar a few years back to help sort out traffic and help filter it to the appropriate zones and residence halls. I knew everyone wouldn’t follow instructions but that many would. The result: smooth move-in and move out for all but a few vendors. (The difficult people were the ones that didn’t follow instructions.) Here are a couple of situations I dealt with and how the problems were resolved.

People Parking in the Wrong Area

There are a few universal truths to any parking equation. First, parking is always limited to an amount below the expectation of the people parking. Second, for most event planners, it’s also beyond our control, so we get put in the awkward position of apologizing for how things are, because we can’t apologize to the person complaining for how unrealistic their expectations are, and even if we could, they would find it insulting.

Some problems I dealt with during the festival:

  1. People parking in someone else’s spot while unloading. In these cases, it wasn’t that there wasn’t another place for the other person to park. On several occasions, people parked in the assigned booth space of another artist. Imagine the complaints you’d get during arrival if some student went into their room and found someone had parked their VW Beetle on one side of the room while setting up the other side (invariably the one with the bigger closet, or nearer to the window.) Just like I would do when I was in Residence Life, I gently pointed out the issue and asked the offender to move as soon as possible, and the offended party to be patient as the problem was really just a result of congestion, and not of intentional ill-will or a desire to take over their territory.
  2. People blocking the main entry and fire lane, and abandoning their cars, thereby causing a logjam of angry people. For the most part, people had the barricade passes in their windows and were easy to find, so I found them and asked them to move, or enlisted other staff to help do so. The result: no major delays in loading and unloading, once inside the festival area.

People confused about or unhappy with their booth assignment

Anyone who ever worked in Residence Life can tell you that the most stressful and time-consuming situations that happen on arrival day have to do with assignments. This is also true for festivals. Some examples:

  1. People being confused about their assignment. I dealt with several artists who couldn’t find their spaces, or who moved into the wrong space. Some of these were accidents, due to people misreading the painted and chalked-in lines on the pavement. In these cases, I offered the parties involved the option to trade spots or to have assistance moving their tent, displays and art to the correct location.
  2. People unhappy about their assignment. One artist was upset about another accidentally taking her spot, and even more unhappy that the other artist’s spot was by the porta-potties. Her answer? Pick another spot altogether, and express frustration at our intern. I was called in to speak with her and offered her help to move to either of the assigned spots. She asked why she couldn’t move to the third spot, and I told her that I wasn’t bringing an uninvolved third party into the scenario. She unhappily accepted help moving, and expressed her frustrations toward me. I explained that I had offered her help, and that if she was unhappy with the options I could give her, I would happily refund her money and help her pack up and leave. This is one of the great differences from Residence Life, where I would have had to refer difficult people like her to my supervisor. How nice would it have been if I’d been able to tell every student who tried to game the system over my 15 years in Residence Life that I’d help them pack and give them a refund for the pleasure of not having to deal with bad behavior and insults? The artist relented and later I apologized anyway, and gave her some free beer tickets, and we were copacetic. You can’t do that in Residence Life, either. (But wouldn’t it be great?)

Some Take-Aways

  1. Most people will try to follow directions if you give them ahead of time and make it convenient and easy. The barricade passes were the best example of this. Almost every artist and vendor had theirs and passed through smoothly. Those who didn’t were apologetic. This was a nice change from previous years, when artists and vendors got in frequent arguments with the barricade worker. We didn’t have a single incident like that this year.
  2. No matter how much you plan ahead of time and explain something, there will be difficult people who ignore it, don’t understand what to do, or simply decide to do their own thing. You can’t control what other people do, only how you respond. Those who ignored directions were the  cause of most of the issues we experienced. Most of these situations were resolved easily and quickly once I explained them. Those that weren’t were resolved later with beer tickets and apologies for the inconvenience (not for the issue itself.)
  3. It’s nice when you can resolve a difficult situation at the lowest possible level of an organization. Remember this during fall arrival and give your student staff and entry-level professionals some latitude. You’ll probably be pleased with the results.

Questions for Your Consideration

  • Do you have any good examples of times you dealt with difficult people or situations?
  • What did you do to resolve these issues?
  • What were the results? How was the issue was resolved?
  • How do you relate your transferable skills when applying for new positions?
Difficult People and Difficult Situations: Applying Transferable Skills From Student Affairs

Transferable Skills in Action: Applying Your Student Affairs Experience

by | Jun 30, 2011 | Career Skills, Student Affairs, transferable skills, Uncategorized

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Understanding how skills you have gained in one position will benefit you in another is critical to anyone seeking career advancement. I serve on the steering committee for a local non-profit organization, AthFest, which plans the local music and arts festival each summer, the Athens GA Half-Marathon in the Fall, and year-round art and music education events for local children. The festival was last week and I put many of the skills I gained working in Student Affairs to good use.

Candidates will often be asked to give examples of times when they planned a program, dealt with a difficult person or situation, or responded to a crisis. This week, I will give some examples from my recent experiences during AthFest. I will do my best to explain them in a loose P-A-R (Problem-Action-Resolution) style, to emulate the way that candidates should use in their interviews.

Part 1: Event Planning and Coordination

The AthFest Music and Arts Festival is a multi-day event, featuring an Artist Market with over 50 vendors, a business and food area with about the same number of vendors, two main stages, two beer tents, a kid’s festival with inflatables, arts and crafts, a comedy night, a film festival and music video awards, and a “club crawl” with over 150 bands during the week of the festival. Planning for the festival occurs year-round.

Problem: Select Approximately 50 artists, Assign Booths Spaces and Keep Them Happy

I serve as the Artist Market Chair. In this capacity, I recruited 2 jury members to review artist applications, and facilitated the jury process using online resources (mostly Google Apps) due to the difficulty of coordinating schedules.

Actions:

  1. I fielded a few hundred inquiries, some of which were clearly not fine art, but commercial products, hobby crafts, or materials made by persons other than the applicant. These I notified of their status, and forwarded to the business vendor contact.
  2. From the rest, we reviewed submissions, debated each on their merits, and accepted over 50 artists to exhibit their work in 47 tent spaces. I coordinated the notification of the artists, their payments to the festival, and their assignment to particular booth spaces, taking into account special requests, and trying to vary the assignments so that artists were not directly beside or across from their direct competition.
  3. I also worked with the business vendor chair and her team to keep business vendors separate from the artist market, and to ensure that we maintained legally mandated fire lanes and points of entry and exit. I coordinated the timing and flow of artist and vendor loading and unloading, traffic control and barricade passes.
  4. During the festival, I worked with two judges to select award recipients and managed all aspects of the market, and other festival “duties as assigned or became necessary.”

Experiences from Student Affairs Used:

  • Jury: My experience serving on award and scholarship committees in Residence Life and at the Smeal College of Business served me well. It’s always interesting to see how groups come together to work out a process for reviewing applications. I worked with my fellow Judges Pat McCaffrey and Susan Staley to review artist applications and the art samples submitted. I scanned samples of the art and saved pdf files to a Google Docs space and set up a Google spreadsheet for the judges to enter their thoughts. Working from there, I coordinated an e-mail conversation and we accepted some artists, and referred the rest to our business vendor contact, in case they still wanted to show their wares, outside of the juried market.
  • Booth Assignments: I met with our talented intern, Regan Mulcrone, who did a CAD drawing of the festival using Google Sketchup. We created 3 zones for the booths and designated them according to their placement on upper Washington Street, the area of the festival where all of the Artist Market and KidsFest would be located. During the assignment process, we varied assignments by categories and tried to assure that artists were not right by their direct competition. These are skills I developed in helping with Involvement Fairs, Career Days and of course, roommate assignments.
  • Traffic Control: At Penn State, I was responsible for a while for Residence Life’s Welcome Week events and for a time, I was directly responsible for managing the logistics involved with getting about 6,500 first-year students, their 240 RAs, nearly 500 Welcome Week Leaders, and the appropriate professional staff to their hall meetings and hall dinners, and then over to the President’s Convocation, and after that, to Late Night Penn State, our alcohol-alternative programming. I was the first person in the history of the event to get all these people to the Bryce Jordan Center on time, so that President Spanier could start his dog-and-pony show, and so that Residence Life could be praised for managing the process, instead of roundly criticized for not doing so. I am extremely proud of that accomplishment, and of the fact that the model I designed is still being used. It has been modified a bit, but the larger framework I built still stands. And Residence Life doesn’t get slammed anymore for being late to the President’s party.

Some Take-Aways

  • Everything you do teaches you something worthwhile, if you remember it and can integrate it into your skill set.
  • Your ability to appreciate the skills you have gained and to apply them in new ways is critical toward success in any position.
  • Even things that seem to be minor accomplishments, 0r footnotes in your career history, can hint at areas of expertise you might develop and apply later in your career.

Questions

  • What transferable skills have you gained from your work in Higher Education?
  • How can you explain your experience in ways that show that you appreciate the skills you have gained, and are ready to apply them?
  • How do you explain your ability to get results?
  • Do you have appropriate examples of your experiences to discuss in your interviews?

Game Theory 101: Don’t Play Games. Win Them!

by | Jun 14, 2011 | Career Skills, Negotiation, Site News

bigstock_Man_Playing_A_Video_Game_1575481

Games are always a part of business, and many times a part of life. Whether you enjoy a game or not depends on a couple of factors:

  • Whether you want to play a game
  • Whether you are playing the same game others are playing
  • Whether you agree with the other players about how the game should be played
  • Whether one side or the other has an unfair advantage (or is cheating)
  • How big the risk is, in comparison to the reward

I’m not a hard-core gamer. I appreciate those who are, and can identify with where they are coming from. I used to play video games quite a bit, but I wasn’t very good at them. Not terrible, just easily bored. I only have a certain amount of energy to put into playing a game, and when I get bored, I usually stop playing and don’t go back to the game for a long, long time–and then more to figure out why I liked it, or to intentionally waste time. So, in most cases, I don’t want to play games (at least not the ones other people are playing.) Tactical exchange bores me easily, because I’m less worried about objectives, and more worried about winning the war.

This is different for me if the game is strategic, but most video games aren’t. They are tactical, and have clear objectives, definite results, and limited rewards. I like that stuff for a little while, but overall, I am a strategic, long-haul thinker, and as a result, people don’t get what I’m doing, because I am often playing another game altogether (a game within the game, or a game I am making up outside of the game.) So it’s about understanding game theory, more than winning a particular game

I also don’t believe that life is a zero-sum game, like poker, where someone has to lose for others to win. I actually think that cooperative games, played over the long haul, can result in unexpected outcomes for all players. The point of playing the game is still to win. But more than one person can win, and it doesn’t have to be at the expense of others.

This doesn’t remove the need to be self-interested and protect your goals. It just means that you don’t have to take something away from others to win. It does reinforce the inherent need to keep others from causing you harm. Like I said before, I generally prefer not to play games. But if forced to play, I do my best to win. And if people go for my throat, I don’t hesitate to fight back, and to do so on my own terms.

In a couple of recent conversations, I’ve tried explaining to people what exactly I am trying to do with my coaching business, programs and websites. They didn’t get it. I had a conversation with another person about these conversations. It was a social setting and this was a friend, so our talk was free-flowing as we had beers with a few others involved in a community organization (Athfest) that I am involved in.

These are the conclusions we arrived at:

  1. I need to do a better job explaining myself and what I do.
  2. Other people probably still won’t get it, because they think I am playing a different game. And…
  3. People will understand what I am talking about in five years, when it’s an established way of doing things, and accepted as common wisdom and common practice.

What game are you playing?

Whose rules are you playing by?

How committed are you to winning?

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